5. Problem solving is often represented in math and science curricula. How might you incorporate problem-sloving activities in the classes you will teach?
1. The ideas that will be most useful to me in a future teaching situation would include the following teaching strategies for improving students’ metacognitive knowledge and skills: • Teach a few strategies at a time, intensively and extensively, following the curriculum. • Model and explain new strategies. • If parts of the strategy were not understood, model and re-explain the confusing parts in a different fashion. • Point out where and when to use the strategy. • Provide practice using strategies in various tasks. • Encourage student self-monitoring as they use the strategy. • Motivate students to see the value of using the strategy. • Encourage students to focus on the task at hand and use reflective processing rather than speedy processing.
2. The content of this chapter has changed my view of teaching and learning on how to encourage creativity. Teachers should accept and encourage divergent thinking by reinforcing attempts at unusual solutions to problems, even if the final product is not perfect. Ask students to support nonconformist opinions. Make sure nonconforming students receive an equal share of classroom privileges and rewards. Encourage students to trust their own judgment by giving ungraded assignments from time to time.
3. I would use the idea of promoting the transfer of knowledge by involving family and community as part of my classroom design. This is carried out by organizing an evening of “strategy learning” in which parents are invited to school where their child will teach them a strategy they have learned. Families are provided with ideas on how they can encourage their child to practice, extend, and apply learning from school in the home setting. Community members are asked to come to school to share how they use the skills the students are learning in their jobs, hobbies, or community projects. Families are sent a copy of Guidelines for Becoming an Expert Student written for your grade level.
4. Questions that this information has evoked are: How do you distinguish between students who are true innovators who often break the rules, are rebellious, and dissatisfied with the status quo and those students who are regarded as simply “discipline” problems? What is the best source for learning in schools; laptops and no textbooks, only textbooks, or a combination of both?
5. The problem solving activity in the secondary mathematics classes that I will be teaching would include using the A, E, I, O, U method which provides specific instructions for high school math students to communicate their problem-solving strategies. Students use the following components of the A, E, I, O, U method to create a written response: A=Answer, E=Efficient Explanation, I=Information, O=Organization, U=Understanding, Y=Why? The A, E, I, O, U method provides a student rubric titled “High-Five It” which is based on a five-point scale and clearly explains the reasoning behind the scoring. The entire problem is assessed on the following five-point system: A=5, B=4, C=3, D=2. The method also encourages teachers to allow students to revise problems for credit. The comparison is made that when teaching writing skills, teachers allow students to revise essays for a final piece of acceptable writing, and in turn, this should also be allowed in the problem-solving writing process in math. When students are allowed to revise their work, it leads to more discussion and reflection of a deeper understanding of various problem-solving strategies and solutions.
1. While reading this chapter, the value of teaching and learning strategies become very apparent to me. I also became to realize the number of strategies that I have been exposed to over the years. I also became aware of the idea that the teacher's job is not only to present the material in interesting manner, but also present methods for the students to actually learn the material. The instructor cannot simply present the material and expect the students to learn. The instructor must support student learning through strategies. In the future, it will be important for me to remember that part of my job as a teacher is to teach students a variety of methods for learning and developing new skills. 2. As previously stated, my concept of teacher was altered in this chapter as I discovered the true role of the instructor. The instructor does not simply present material and student learner occurs as a consequence. The instructor presents material, suggests methods for student learning, and as consequence student learning occurs. In the past, I viewed the instructor as simply a carrier of knowledge. However, as my understanding develops, I now see the teacher as more of a coach who facilitates learning and the development of new skills. 3. In future classes, I will attempt to set up my classroom in a method that allows for students to develop and learn methods of learning skill mastery that is uniquely their own. In doing so, I will not only succeed in teaching students to master the material of my class but they will also develop skills for learning that will be used in many of other aspects of education and learning. 4. What is the best way to motivate students who do not wish to learn? Is there even a “best” way? 5. Throughout my educational career, my favorite classes have been my art classes because of the problem solving skills that are developed. Creating a tangible or visual project is much different than writing a paper. The depth and number of problems exceed that of other classes. I was fortunate enough to have instructors who were capable of guiding me through these problems while allowing me the freedom to discover my own sense of creativity and self-reliance. In the future, I plan I being this same of instructor. I want to provide student with various solutions and problem solving skills that will allow them to not only succeed in my class but overcome problems that they face in the future.
1.While reading Chapter eight the ideas that will be most useful to me in the future are Learning strategies and how to apply them with my students. In the chapter it says that many teachers want their students to learn hoe to learn, but the students can not do that without the proper help from their teachers.I think it is important for me to know how to teach my students how to properly learn and then be able to apply what they have learned onto a test. I need to be able to teach them how to realize what is important,and I need to teach them how to summarize information to make it easier to learn. If I am able to teach my future students different learning strategies then I am truly confident they will become great students. 2.This chapter has opened my eyes to the fact that it is important to have goals when it comes to solving problems. I did not realize it until now but it can make it very difficult for students to figure out the answer to a problem if they do not know what the problem is asking for (goal). 3.I will set up my future classroom in a way to show my students how important learning is. I will make sure my students either repeatedly hear of different learning strategies or they see them on posters in the classroom. I will also try to play games with my students to where they will have to apply the learning strategies that they have been taught. 4.Is summarizing really helpful for students; especially the ones, that even after taught how to summarize, still do not know how? 5.Since I am an elementary student I am sure I will be teaching my students how to read. So I will use the CAPS method for my students. C-who are the characters, A-what is the aim of the story, P-what problem happens, S-how is the problem solved? This method should help my students figure out the goals for the problems they are solving and to think outside the box.
1. It was transparent to me how important teaching is and the different ways to actually teach. As a teacher, it is my job to hit every different learning style and help the students learn as efficient as possible. It is not good enough for me just to teach the students the material for the assignments or exams. I must find a way to engrave in their brains the information, and help them find ways to remember their information long term.
2. In this chapter became clear to me as my job as a teacher. I must be able to give information to the students and help them obtain it. A teacher does not simply give the knowledge away, but they help students learn the information and keep it. Helping students study, and finding different strategies of learning/studying, is a couple ways to accomplish this goal as a teacher. In return, it will reflect in grades which always looks good to outside resources.
3. In the classroom, I will give students a study time. At this time they will get with students who learning style are similar to theirs. They will sit together and learn the material. Whether they use acronyms, comparisons, rhyming, or whatever, I want my students to work together to help one another out in succeeding in their studies.
4. If a student asks me what the best way to study, and keep the information, what do I say?
5. Problem solving is not really present in a language arts setting. One way to incorporate problem solving would be breaking down an unfamiliar passage. Whether this being a poem, essay, story, or whatever. When I was a high school student one of the most difficult things throughout the classroom was understanding passages. Having students read and interpret a reading will make students think outside the box, and possibly make them use their imaginations.
1. To me the idea that will be most useful to me is the idea that as a teacher I have to actually teach the students the information so that they can retain it beyond the class or semester, rather than them just memorizing it so that they are able to get good scores on tests and pass a class. I have to come up with methods that hit all of the different learning styles of the different students, and to actually get them to enjoy what they are learning, because to me that is one of the best ways to get a student to retain the information that they have learnt once a class is over for them. 2. This chapter changed my view of what things I actually have to be able to do once I am standing in front of the class. I have to be able to give them the information that they need to learn, but I need to give it to them in a way that allows them to engrave it in their long term memory. I have to give them the information, and then provide them with an activity so that they can manipulate the information and use it to answer questions that they have, make up new questions about the information, and ultimately, remember the information so that in the future they are able to recall the information that they have learnt without having to dig through textbooks or internet sites for it. 3. A way that I could implement this in my class time is to provide students some time at the end of class to bring up any questions that they have thought of throughout the class period. I would not discourage questioning during an activity but I would dedicate some time to it at the end so I can address more than just one or two. I also think that allowing students to write down their questions and then hand them in at the end of the class period for answering or discussion at the beginning of the next class is good, because it addresses the questions that the students had, and also it is a great way of linking back to what has been previously covered and get their minds back onto the track where they finished the last time. 4. A question that this chapter has evoked is, what are some good techniques to get students to remember the information for life, rather than just a semester. I know that making things fun for students will encourage learning, but then, “too much” fun can make a lesson seem childish and more mature students may switch off. And also, when is it good to invite questions, should they save them all for a set period of questioning, be encouraged to ask them throughout the class period, or to write them down and address them another time. 5. In a PE class I think problem solving can be very easily addressed through a wide variety of different activities. There are lots of different things and team building activities where a group of students have to work together to overcome a problem that they would not be able to accomplish on their own. The internet is a great resource for this type of activity, but they do require some planning and some equipment which may not be readily available for a teacher, so pre-planning is essential, as well as allotting some time outside of a regular class period, for example a field trip to a camp where there are lots of these types of activities already set up for groups to come and do.
1. The ideas from this chapter that I will most value are those of the many teaching methods and processes that are actually used by teachers and how we must relate material to the students rather than just speak it to them. I never realized what it actually takes to be an effective teacher in the classroom. It is very complex and goes right along with the chapter: complex cognitive processes, because there are so many factors that go into learning. Relating the material to students and making sure they truly understand the information is essential to their growth and success.
2. This chapter has changed my view of teaching drastically. It made me realize how much I am going to have to work for my students to make sure they know and understand the information I am trying to give them. I must use many different teaching methods and styles, activities, and exercises to keep them focused on what is important and what they should remember forever. There is no one way to teach and learn. We have to adapt to what we are teaching and who we are teaching to in order to get the best results for ourselves as teachers and our students.
3. I would approach my classroom in a way that appeals mostly to my students' senses and kinetic and visual abilities for the most part. I will use some visually stimulating materials along with a lot of hands-on activity and demonstration. Along the lines of learning about wellness and other things related to physical education, I will allow my students to be as open as possible in how they want to learn the material, and I will adjust to their needs as much as I can with what I am given.
4. A question I have from this chapter is: How could you incorporate a complex, thinking exercise in a physical education setting?
5. I think problem solving occurs all the time in a physical education classroom whether the students or teachers realize it or not. In physical education, the students must learn how to get along with each other, play as a team in some cases, and think logically about their actions and the potential consequences. A 9-12 physical education class is typically very diverse, and the students must learn to deal with that and overcome obstacles in that area as well. Even though we may not realize it, there are many opportunities outside the curriculum to problem solve in physical education.
1. The ideas in this chapter that will be most helpful to me in future teaching was learning strategies. Learning strategies are important to know because this is what we teach students as educators. Learning how to apply the strategies in the classroom will also be helpful in future teaching. In this chapter teaching strategies were introduced, discovery and guided learning and how they play out in the classroom. 2.The content in this chapter has not really changed my view, but has shown me more learning strategies and problem solving techniques that will be very helpful and like other things require a lot of time and effort. The teacher has to really think about how they are putting information out to their students and they need to do it in a way that students will remember and grab their attention. 3. From the things in this chapter, I would design my room with posters that had helpful techniques and strategies on them that way students could often look up and see a strategy on how to solve something. Strategies like IDEAL would be up in the classroom and other helpful strategies for students that way they could often be reminded. 4. A question that might be evoked from this chapter is how might you get students motivated about using learning strategies instead of seeing it as extra work? 5. In elementary classroom, I think problem solving can be used a lot. The strategy used in the book that I really liked was IDEAL. First you Identify the problem, Define goals, Explore possible strategies, Anticiapte outcomes and then act, and Look back and learn. This can be used for math and science, but I also think it could be used for students to solve issues with friends and also possibly when reading a story they can identify and anticipate what could happen.
1. Something that will be useful for me in the future is the different learning and teaching strategies. It’s important to make sure I don’t have useless information that will distract them from the main idea. Also, it is important to encourage divergent thinking and let them come up with their own conclusions, but I should also guide them. 2. Something that changed my views has to do with problem solving. I guess I never really gave it much thought that there are steps students can take to solve problems and these steps can be applicable to more than one kind of problem. 3. I think I would set up “creativity stations” or something in my classroom that would allow students to create something original. I want to provide them with what they need to be creative and let their ideas flow with ease. I don’t want them to be hindered by not having access to materials needed. 4. I know we discussed the idea to allow students to “fail well” and learn from what didn’t work, but is that always applicable? Or is that just in reference to physically creating things or solving problems? 5. One thing that could be used is the KWL chart. It is simple but effective. Students can determine what they know, they can brainstorm about what they want to know, and they can fill in the gaps by identifying what they learned throughout the process. This can be used in almost any subject, and it a simple problem solving technique that is also a reading strategy.
1. The most useful part of this chapter for me was learning strategy. Their is a necessity to provide a variety of learning strategies. The goal in this, is to provide information that will "stick." Now, not every lesson can be life-changing to a student, but it should be a teacher's goal that every child acquires a grasp of the topic. 2. The part of this chapter that has changed my views is the idea that if I have 20 students in my class, then I must strive to understand how those 20 students think. By understanding how students obtain and process information it will make teaching much more effective. This is a difficult task because we often can only follow our own stream of thinking. 3. I would design my classroom to be full of reminders. This would include reminders for long term and for short term information. Ideas and techniques that will be useful throughout the year would be seen year round, but if their are just certain "tricks" for one unit, I would post those as a constant reminder. This will allow the students to constantly have the ability to acquire understanding of important classroom topics. 4. I have no questions pertaining to this chapter that have not already been posted. 5. One technique for a problem solving activity is teaching the student the "Scientific Method" through worksheets and other easily memorized activities.
1. What ideas in the chapter will be most useful or valuable to you in a future teaching situation? The ideas in the chapter that will be most useful in a future teaching situation would be that at any given age students may be at very different stages or levels in the three types of meta-cognition. Also,that teaching strategies is in many ways more important than what you are teaching. If you can teach them how to learn, they can learn easier on their own. As important as learning strategies are, it is also vital that multiple strategies are taught. Students learn in different ways. The specific strategies for students with disabilities will be valuable. Also, that it is important for students to see the connection of strategies to how well they do in class. If they see this it will set them up for success for the rest of their lives. 2. How has the content of this chapter changed your view of teaching and learning? The content of the chapter changed my view of teaching and learning because I've always thought the strategies that work for me are the best ones for everyone. It is easy to throw everyone into the same box and being blind to the differences makes teaching easier but much less valuable. 3. How might you design your classroom using the ideas in this chapter? I might design my classroom using the ideas in the chapter by using many strategies. Also, working one on one with students when needed to find a strategy that works for them. In addition, I will do my best to show them that learning these strategies will help their grades now and in the future. After all, learning the strategies makes independent learning easier. 4. Questions that this information has evoked. How do you use a variety of strategies for struggling students if most of the class understands a different strategy than they do? How do you make it so that student doesn't feel stupid for not understanding the same strategy as the rest of the class? 5. In the classes I will teach I can use problem solving in any subject. I can teach problem solving through language arts by reading most of a story but not the resolution and ask the students to write the end of the book to solve the problems the characters have. Then read the story and find out how the author solved the problems. I could teach problem solving in history by asking students to respond to specific historic events. I would ask them how they would solve the historic events and then go over the true historic solutions and discuss the results of the solution. For math there are different solving strategies like making charts, drawing pictures, using your fingers or dots, and so on.
1. The ideas that will be most useful to me in a future teaching situation would include the following teaching strategies for improving students’ metacognitive knowledge and skills:
ReplyDelete• Teach a few strategies at a time, intensively and extensively, following the curriculum.
• Model and explain new strategies.
• If parts of the strategy were not understood, model and re-explain the confusing parts in a different fashion.
• Point out where and when to use the strategy.
• Provide practice using strategies in various tasks.
• Encourage student self-monitoring as they use the strategy.
• Motivate students to see the value of using the strategy.
• Encourage students to focus on the task at hand and use reflective processing rather than speedy processing.
2. The content of this chapter has changed my view of teaching and learning on how to encourage creativity. Teachers should accept and encourage divergent thinking by reinforcing attempts at unusual solutions to problems, even if the final product is not perfect. Ask students to support nonconformist opinions. Make sure nonconforming students receive an equal share of classroom privileges and rewards. Encourage students to trust their own judgment by giving ungraded assignments from time to time.
3. I would use the idea of promoting the transfer of knowledge by involving family and community as part of my classroom design. This is carried out by organizing an evening of “strategy learning” in which parents are invited to school where their child will teach them a strategy they have learned. Families are provided with ideas on how they can encourage their child to practice, extend, and apply learning from school in the home setting. Community members are asked to come to school to share how they use the skills the students are learning in their jobs, hobbies, or community projects. Families are sent a copy of Guidelines for Becoming an Expert Student written for your grade level.
4. Questions that this information has evoked are: How do you distinguish between students who are true innovators who often break the rules, are rebellious, and dissatisfied with the status quo and those students who are regarded as simply “discipline” problems? What is the best source for learning in schools; laptops and no textbooks, only textbooks, or a combination of both?
5. The problem solving activity in the secondary mathematics classes that I will be teaching would include using the A, E, I, O, U method which provides specific instructions for high school math students to communicate their problem-solving strategies. Students use the following components of the A, E, I, O, U method to create a written response: A=Answer, E=Efficient Explanation, I=Information, O=Organization, U=Understanding, Y=Why? The A, E, I, O, U method provides a student rubric titled “High-Five It” which is based on a five-point scale and clearly explains the reasoning behind the scoring. The entire problem is assessed on the following five-point system: A=5, B=4, C=3, D=2. The method also encourages teachers to allow students to revise problems for credit. The comparison is made that when teaching writing skills, teachers allow students to revise essays for a final piece of acceptable writing, and in turn, this should also be allowed in the problem-solving writing process in math. When students are allowed to revise their work, it leads to more discussion and reflection of a deeper understanding of various problem-solving strategies and solutions.
1. While reading this chapter, the value of teaching and learning strategies become very apparent to me. I also became to realize the number of strategies that I have been exposed to over the years. I also became aware of the idea that the teacher's job is not only to present the material in interesting manner, but also present methods for the students to actually learn the material. The instructor cannot simply present the material and expect the students to learn. The instructor must support student learning through strategies. In the future, it will be important for me to remember that part of my job as a teacher is to teach students a variety of methods for learning and developing new skills.
ReplyDelete2. As previously stated, my concept of teacher was altered in this chapter as I discovered the true role of the instructor. The instructor does not simply present material and student learner occurs as a consequence. The instructor presents material, suggests methods for student learning, and as consequence student learning occurs. In the past, I viewed the instructor as simply a carrier of knowledge. However, as my understanding develops, I now see the teacher as more of a coach who facilitates learning and the development of new skills.
3. In future classes, I will attempt to set up my classroom in a method that allows for students to develop and learn methods of learning skill mastery that is uniquely their own. In doing so, I will not only succeed in teaching students to master the material of my class but they will also develop skills for learning that will be used in many of other aspects of education and learning.
4. What is the best way to motivate students who do not wish to learn? Is there even a “best” way?
5. Throughout my educational career, my favorite classes have been my art classes because of the problem solving skills that are developed. Creating a tangible or visual project is much different than writing a paper. The depth and number of problems exceed that of other classes. I was fortunate enough to have instructors who were capable of guiding me through these problems while allowing me the freedom to discover my own sense of creativity and self-reliance. In the future, I plan I being this same of instructor. I want to provide student with various solutions and problem solving skills that will allow them to not only succeed in my class but overcome problems that they face in the future.
1.While reading Chapter eight the ideas that will be most useful to me in the future are Learning strategies and how to apply them with my students. In the chapter it says that many teachers want their students to learn hoe to learn, but the students can not do that without the proper help from their teachers.I think it is important for me to know how to teach my students how to properly learn and then be able to apply what they have learned onto a test. I need to be able to teach them how to realize what is important,and I need to teach them how to summarize information to make it easier to learn. If I am able to teach my future students different learning strategies then I am truly confident they will become great students.
ReplyDelete2.This chapter has opened my eyes to the fact that it is important to have goals when it comes to solving problems. I did not realize it until now but it can make it very difficult for students to figure out the answer to a problem if they do not know what the problem is asking for (goal).
3.I will set up my future classroom in a way to show my students how important learning is. I will make sure my students either repeatedly hear of different learning strategies or they see them on posters in the classroom. I will also try to play games with my students to where they will have to apply the learning strategies that they have been taught.
4.Is summarizing really helpful for students; especially the ones, that even after taught how to summarize, still do not know how?
5.Since I am an elementary student I am sure I will be teaching my students how to read. So I will use the CAPS method for my students. C-who are the characters, A-what is the aim of the story, P-what problem happens, S-how is the problem solved? This method should help my students figure out the goals for the problems they are solving and to think outside the box.
1. It was transparent to me how important teaching is and the different ways to actually teach. As a teacher, it is my job to hit every different learning style and help the students learn as efficient as possible. It is not good enough for me just to teach the students the material for the assignments or exams. I must find a way to engrave in their brains the information, and help them find ways to remember their information long term.
ReplyDelete2. In this chapter became clear to me as my job as a teacher. I must be able to give information to the students and help them obtain it. A teacher does not simply give the knowledge away, but they help students learn the information and keep it. Helping students study, and finding different strategies of learning/studying, is a couple ways to accomplish this goal as a teacher. In return, it will reflect in grades which always looks good to outside resources.
3. In the classroom, I will give students a study time. At this time they will get with students who learning style are similar to theirs. They will sit together and learn the material. Whether they use acronyms, comparisons, rhyming, or whatever, I want my students to work together to help one another out in succeeding in their studies.
4. If a student asks me what the best way to study, and keep the information, what do I say?
5. Problem solving is not really present in a language arts setting. One way to incorporate problem solving would be breaking down an unfamiliar passage. Whether this being a poem, essay, story, or whatever. When I was a high school student one of the most difficult things throughout the classroom was understanding passages. Having students read and interpret a reading will make students think outside the box, and possibly make them use their imaginations.
1. To me the idea that will be most useful to me is the idea that as a teacher I have to actually teach the students the information so that they can retain it beyond the class or semester, rather than them just memorizing it so that they are able to get good scores on tests and pass a class. I have to come up with methods that hit all of the different learning styles of the different students, and to actually get them to enjoy what they are learning, because to me that is one of the best ways to get a student to retain the information that they have learnt once a class is over for them.
ReplyDelete2. This chapter changed my view of what things I actually have to be able to do once I am standing in front of the class. I have to be able to give them the information that they need to learn, but I need to give it to them in a way that allows them to engrave it in their long term memory. I have to give them the information, and then provide them with an activity so that they can manipulate the information and use it to answer questions that they have, make up new questions about the information, and ultimately, remember the information so that in the future they are able to recall the information that they have learnt without having to dig through textbooks or internet sites for it.
3. A way that I could implement this in my class time is to provide students some time at the end of class to bring up any questions that they have thought of throughout the class period. I would not discourage questioning during an activity but I would dedicate some time to it at the end so I can address more than just one or two. I also think that allowing students to write down their questions and then hand them in at the end of the class period for answering or discussion at the beginning of the next class is good, because it addresses the questions that the students had, and also it is a great way of linking back to what has been previously covered and get their minds back onto the track where they finished the last time.
4. A question that this chapter has evoked is, what are some good techniques to get students to remember the information for life, rather than just a semester. I know that making things fun for students will encourage learning, but then, “too much” fun can make a lesson seem childish and more mature students may switch off. And also, when is it good to invite questions, should they save them all for a set period of questioning, be encouraged to ask them throughout the class period, or to write them down and address them another time.
5. In a PE class I think problem solving can be very easily addressed through a wide variety of different activities. There are lots of different things and team building activities where a group of students have to work together to overcome a problem that they would not be able to accomplish on their own. The internet is a great resource for this type of activity, but they do require some planning and some equipment which may not be readily available for a teacher, so pre-planning is essential, as well as allotting some time outside of a regular class period, for example a field trip to a camp where there are lots of these types of activities already set up for groups to come and do.
1. The ideas from this chapter that I will most value are those of the many teaching methods and processes that are actually used by teachers and how we must relate material to the students rather than just speak it to them. I never realized what it actually takes to be an effective teacher in the classroom. It is very complex and goes right along with the chapter: complex cognitive processes, because there are so many factors that go into learning. Relating the material to students and making sure they truly understand the information is essential to their growth and success.
ReplyDelete2. This chapter has changed my view of teaching drastically. It made me realize how much I am going to have to work for my students to make sure they know and understand the information I am trying to give them. I must use many different teaching methods and styles, activities, and exercises to keep them focused on what is important and what they should remember forever. There is no one way to teach and learn. We have to adapt to what we are teaching and who we are teaching to in order to get the best results for ourselves as teachers and our students.
3. I would approach my classroom in a way that appeals mostly to my students' senses and kinetic and visual abilities for the most part. I will use some visually stimulating materials along with a lot of hands-on activity and demonstration. Along the lines of learning about wellness and other things related to physical education, I will allow my students to be as open as possible in how they want to learn the material, and I will adjust to their needs as much as I can with what I am given.
4. A question I have from this chapter is: How could you incorporate a complex, thinking exercise in a physical education setting?
5. I think problem solving occurs all the time in a physical education classroom whether the students or teachers realize it or not. In physical education, the students must learn how to get along with each other, play as a team in some cases, and think logically about their actions and the potential consequences. A 9-12 physical education class is typically very diverse, and the students must learn to deal with that and overcome obstacles in that area as well. Even though we may not realize it, there are many opportunities outside the curriculum to problem solve in physical education.
1. The ideas in this chapter that will be most helpful to me in future teaching was learning strategies. Learning strategies are important to know because this is what we teach students as educators. Learning how to apply the strategies in the classroom will also be helpful in future teaching. In this chapter teaching strategies were introduced, discovery and guided learning and how they play out in the classroom.
ReplyDelete2.The content in this chapter has not really changed my view, but has shown me more learning strategies and problem solving techniques that will be very helpful and like other things require a lot of time and effort. The teacher has to really think about how they are putting information out to their students and they need to do it in a way that students will remember and grab their attention.
3. From the things in this chapter, I would design my room with posters that had helpful techniques and strategies on them that way students could often look up and see a strategy on how to solve something. Strategies like IDEAL would be up in the classroom and other helpful strategies for students that way they could often be reminded.
4. A question that might be evoked from this chapter is how might you get students motivated about using learning strategies instead of seeing it as extra work?
5. In elementary classroom, I think problem solving can be used a lot. The strategy used in the book that I really liked was IDEAL. First you Identify the problem, Define goals, Explore possible strategies, Anticiapte outcomes and then act, and Look back and learn. This can be used for math and science, but I also think it could be used for students to solve issues with friends and also possibly when reading a story they can identify and anticipate what could happen.
1. Something that will be useful for me in the future is the different learning and teaching strategies. It’s important to make sure I don’t have useless information that will distract them from the main idea. Also, it is important to encourage divergent thinking and let them come up with their own conclusions, but I should also guide them.
ReplyDelete2. Something that changed my views has to do with problem solving. I guess I never really gave it much thought that there are steps students can take to solve problems and these steps can be applicable to more than one kind of problem.
3. I think I would set up “creativity stations” or something in my classroom that would allow students to create something original. I want to provide them with what they need to be creative and let their ideas flow with ease. I don’t want them to be hindered by not having access to materials needed.
4. I know we discussed the idea to allow students to “fail well” and learn from what didn’t work, but is that always applicable? Or is that just in reference to physically creating things or solving problems?
5. One thing that could be used is the KWL chart. It is simple but effective. Students can determine what they know, they can brainstorm about what they want to know, and they can fill in the gaps by identifying what they learned throughout the process. This can be used in almost any subject, and it a simple problem solving technique that is also a reading strategy.
1. The most useful part of this chapter for me was learning strategy. Their is a necessity to provide a variety of learning strategies. The goal in this, is to provide information that will "stick." Now, not every lesson can be life-changing to a student, but it should be a teacher's goal that every child acquires a grasp of the topic.
ReplyDelete2. The part of this chapter that has changed my views is the idea that if I have 20 students in my class, then I must strive to understand how those 20 students think. By understanding how students obtain and process information it will make teaching much more effective. This is a difficult task because we often can only follow our own stream of thinking.
3. I would design my classroom to be full of reminders. This would include reminders for long term and for short term information. Ideas and techniques that will be useful throughout the year would be seen year round, but if their are just certain "tricks" for one unit, I would post those as a constant reminder. This will allow the students to constantly have the ability to acquire understanding of important classroom topics.
4. I have no questions pertaining to this chapter that have not already been posted.
5. One technique for a problem solving activity is teaching the student the "Scientific Method" through worksheets and other easily memorized activities.
1. What ideas in the chapter will be most useful or valuable to you in a future teaching situation?
ReplyDeleteThe ideas in the chapter that will be most useful in a future teaching situation would be that at any given age students may be at very different stages or levels in the three types of meta-cognition. Also,that teaching strategies is in many ways more important than what you are teaching. If you can teach them how to learn, they can learn easier on their own. As important as learning strategies are, it is also vital that multiple strategies are taught. Students learn in different ways. The specific strategies for students with disabilities will be valuable. Also, that it is important for students to see the connection of strategies to how well they do in class. If they see this it will set them up for success for the rest of their lives.
2. How has the content of this chapter changed your view of teaching and learning?
The content of the chapter changed my view of teaching and learning because I've always thought the strategies that work for me are the best ones for everyone. It is easy to throw everyone into the same box and being blind to the differences makes teaching easier but much less valuable.
3. How might you design your classroom using the ideas in this chapter?
I might design my classroom using the ideas in the chapter by using many strategies. Also, working one on one with students when needed to find a strategy that works for them. In addition, I will do my best to show them that learning these strategies will help their grades now and in the future. After all, learning the strategies makes independent learning easier.
4. Questions that this information has evoked.
How do you use a variety of strategies for struggling students if most of the class understands a different strategy than they do? How do you make it so that student doesn't feel stupid for not understanding the same strategy as the rest of the class?
5. In the classes I will teach I can use problem solving in any subject. I can teach problem solving through language arts by reading most of a story but not the resolution and ask the students to write the end of the book to solve the problems the characters have. Then read the story and find out how the author solved the problems. I could teach problem solving in history by asking students to respond to specific historic events. I would ask them how they would solve the historic events and then go over the true historic solutions and discuss the results of the solution. For math there are different solving strategies like making charts, drawing pictures, using your fingers or dots, and so on.